Sentence examples for differing ability from inspiring English sources

In short interviews and classroom snippets, the district's highest-performing teachers demonstrate how they teach a range of lessons, from adding decimal numbers to guiding students of differing ability levels through a close reading of the Marshall Plan.

However, in terms of differing ability to read or extract new insights from sketches, there is no tangible reminder.

Gibraltar biologist Clive Finlayson uses paleobiogeography similarly to McCarthy, emphasizing organisms' differing ability for dispersal but focusing on Pliocene Pleistocene expansions and constrictions in ecological zones to account for extinctions of some hominid populations and the expansion of our own sapiens species (Finlayson 2009).

Heterogeneity between such studies may be due to differing ability of various PVL + ve clones to cause colonisation.

Alternatively spliced ESR1 transcripts exist and are functionally important as ESR1 is a modular protein whereby removal of exons translates into stable proteins with differing ability to bind estrogen, translocate to the nucleus and interact with DNA (28).

Obviously, the qualification "similarly abled peer" requires that more than one such peer be introduced in the scaffolding, so that students of differing ability levels can each find a similarly abled peer.

The Youth Leadership Forum event is made up of 60 delegates (young people with disabilities) from around the state from all different agencies and reflective of differing abilities.

Instead, the differences in infection efficiency among pathogen genotypes may be due to differing abilities to recognize and penetrate the host stomata or to evade basal host defenses [ 19, 53].

My own ability to assess has massively improved, especially as the standardisation process gave me an opportunity to check my own skills against a range of pre-marked answers from candidates of differing abilities.

They would become accustomed to sitting quietly and working alone — a practice quite distinct from the collaboration that is typically encouraged in the school's classrooms, where learners of differing abilities and strengths work side by side.

Yet most explanations refer to a more subtle mechanism and posit that teachers' perceptions or expectations about differing abilities of students foster differential interaction patterns (Bohlmann and Weinstein 2013; Rubie-Davies 2007).